University of Edinburgh
 

Count Us In

Presented on Monday 23 June 2008

The Production Process and Key Messages

Eileen Burns

The Production Process

  • HMIE/NDCS joint venture
  • Focus groups
  • Series of visits
  • Parent questionnaires
  • Report on findings
  • Self evaluation tool

The Focus Group

  • Teachers of Deaf Pupils
  • Audiologist
  • SALT
  • Deaf representatives
  • Representative from Moray House
  • Parents of deaf children
  • Educational Psychologist
  • Mainstream DHT
  • Representatives from voluntary organisations
  • HMIE

Format of Document

  • Part 1: the quality of education for deaf pupils.
    Report on practices observed during visits and also HMIE inspections.
  • Part 2 Planning for Excellence for deaf pupils.
    Arranged under key dimensions from Journey to Excellence part 2
    Signposts to excellence

Part 1 is organised under following key areas

  • Accessing the curriculum (5.1)
  • Teaching for effective learning. (5.2)
  • Meeting pupils' needs. (5.3)
  • Expectations and promoting achievement. (5.5)
  • Partnership with parents. (5.7)

Journey to Excellence

Signposts are there to help plan the journey to excellence.

Focus on individual deaf pupil's experiences

Accessing the Curriculum

An appropriate curriculum: well-planned personalisation; for example:

  • deaf studies
  • opportunities to develop spoken language
  • BSL taught as a first language or second language.

A broad curriculum: balance of specialisation with breadth; Full access:

  • full access to learning in the classroom, assembly hall, etc
  • full access to the extended curriculum
  • Good listening environments

Teaching for Effective Learning

  • Broad learning experiences
  • Lesson content reflects presence of deaf pupil in class
  • Teaching literacy ( alternative approaches which reflect deaf pupils access to English)
  • Deaf Awareness
  • dispelling deficit model of deafness.
  • strategies for effective inclusion
  • Incidental learning

Meeting Learning Needs

  • Meeting linguistic needs.
  • Needs led not policy led.
  • Quality BSL interpretation.
  • High quality technology (independent learning)
  • Pupils involved in planning their support
  • Meeting other deaf young people
  • Deaf awareness as part of PSE for hearing pupils
  • Appropriate PSE for deaf pupils
  • Links with deaf community
  • Deaf role models

Expectations and promoting achievement

  • High expectations are key to success.
  • High level of pastoral support.
  • Monitor achievement
  • Address underachievement
  • Pupils who could access class lessons were achieving well (developed language skills English or BSL)

Partnership with Parents

  • Parents are the most important member of the support team.
  • Strong links with home to allow learning to continue there
  • Support to learn sign language
  • Involved in planning process.
  • Parents are aware that decisions made can be reviewed and adapted with time.
  • Clear information regarding their child's progress.

Meeting the needs of deaf pupils on an individual broad basis and being responsive to changing needs.